ReportCompetence Framework_DEF_19.06.2018

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2017-1-SK01-KA204-035385] 3.3. Quantitative Analysis of Questionnaires for Career Guidance Professionals Regarding Career Guidance Professionals, the answers provided by all the consortium countries have been slightly ambiguous. In general, most of the interviewees have replied that they strongly or moderately agree with the majority of the questions on the first part of the questionnaire. • Career advisors help people reach their goals • Coaching helps people reach their goals • I am willing to invest time to learn more about coaching • Coaching helps people to become empowered • Being up skilled is a positive way of facing an unemployment situation • Guidance professionals need to be motivated to efficiently support unemployed • Unemployed need motivation to find employment • Coaching improves the relationship between the client and the guidance professional • Career advisors need to be updated with the latest techniques • Career coaches need to be updated with the latest techniques • Career coaching can help to identify strengths and weaknesses • Self-development is important for my professional growth We should highlight what Cyprus and Spain replied in regards to the question “Coaching is widely known and used in my country”, since both countries don’t seem to agree with this statement. Thus, we can confirm that the coaching methodology is not widespread in neither of these countries. Regarding the questions related to competences, the answers have been the same in all countries, since they strongly or moderately agree to consider that the relevant competences career guidance professionals working with unemployed adults should have are the following: • Creating a safe and inspiring learning environment • Supporting low qualified adults in identifying and meeting their needs • Supporting low qualified adult in overcoming barriers • Promoting creativity, problem solving and out of the box thinking • Assessing one’s learning achievements and competences • Undergoing personal/professional development through feedback • Transferring knowledge or values related active job search planning and management